A Study On The Correlation Between English Learning Motivational Regulation Strategies Of Junior High School Students And Autonomous Learning Ability

Motivational regulation strategy and autonomous learning are vital elements in English learning.Compulsory education requires the cultivation of autonomous learning ability of junior high school students,and requires students to try different English learning strategies to improve learning efficiency and find their own leaning methods.Based on this,the study takes junior high school students as the research subjects and deeply explore the relevant relationship and influence degree of junior high school student’s English learning motivational regulation strategies and their autonomous learning ability.This research selects 301 junior high school students as research subjects from a middle school in Xianyou,Fujian Province,and takes the English Motivational Regulation Strategies Scale,the English Autonomous Learning Ability Scale as the main research tools,this research aims to explore the following three questions1.What is the overall situation of the use of English learning motivational regulation strategies and autonomous learning ability of junior high school students?2.Are there significant differences between users of high and low frequency motivational regulation strategies in terms of autonomous learning ability and its subdimensions?3.How do motivational regulation strategies and their dimensions correlate with autonomous learning ability? How do motivation regulation strategies and their dimensions affect autonomous learning ability?Through Statistic analysis of SPSS 26.0 and the interview data,the results indicate that:1.The overall use of English leaning motivational regulation strategies of junior high school students is at a medium-high level(m=3.3863).The sub-dimensions ranking is self-efficacy enhancement > negative-based incentive > task value enhancement >performance self-talk > volitional control > interest enhancement > mastery self-talk >self-reward.The overall English autonomous leaning ability is at a medium level and the five sub-dimensions are sorted as knowing teaching aims>using learning strategies>monitoring learning process>monitoring the use of learning strategies>setting learning goals.2.There are significant differences in the overall use of autonomous learning ability(p=0.000 < 0.05),and its dimensions,knowing teaching aims(p=0.000 < 0.05),using learning strategies(p=0.000 < 0.05),monitoring learning process(p=0.000 < 0.05),monitoring the use of learning strategies(p=0.000 < 0.05),and setting learning goals(p=0.000 < 0.05)are significantly different,indicating that the more frequently the learning motivational regulation strategies are used,the stronger the autonomous learning ability.3.There is a significant positive correlation between motivational regulation strategies and autonomous learning ability(r=0.543),where all eight dimensions have significant positive correlation with autonomous learning ability and with interest enhancement(r=0.470)has the highest correlation.Then,self-reward(r=0.210)has the lowest correlation.English learning motivational regulation strategies has a positive effect on autonomous learning ability and the unary linear regression equation is y=1.153+0.609 x,explaining 29.5% of the variance in autonomous learning ability.Only five of the eight dimensions has a predictive effect on autonomous learning ability.The multiple regression equation is y=1.392+0.184x1+0.114x2+0.094x3+0.091x4+0.063x5(x1 interest enhancement,x2 mastery self-talk,x3 task value enhancement,x4 self-efficacy enhancement,x5 self-reward).Based on the above study,the author tries to put forward some teaching suggestions in terms of enhancing the awareness of using English learning motivational regulation strategies and developing autonomous learning ability,hoping to improve students’ English learning motivation and their autonomous learning ability.